Abstract—The purpose of this research is to 1) design of an Ubiquitous Learning System with Scaffolding and Problem-based Learning (USPBL) model to enhance problem-solving skills and information and communications technology literacy, and 2) evaluate the USPBL model. The research procedures divide into two phases. The first phase is to design of USPBL, and the second phase is to evaluate the USPBL model. The sample group in this study consists of five experts selected by purposive sampling method. Data were analyzed by arithmetic mean and standard deviation. The research findings are as follows: 1. The USPBL model consist of three components is 1) principles of ubiquitous learning environment (ULE), problem-based learning with scaffolding in ULE, problem solving skill and ICT literacy 2) objectives of the model are to enhance problem solving skill and ICT literacy and 3) learning process 2. The experts agree USPBL model is highest level of appropriateness. Index Terms—Problem-based learning, ubiquitous learning, Scaffolding, problem-solving skills, information and communications technology literacy. I. INTRODUCTION Development of problem-solving skills is essential and considered an important goal of the present education management because the skills are vital for lifelong learning. The development also corresponds to the framework of the Partnership for 21 st Century Skills declaring that it is mandatory that learners develop problem-solving skills, a component of the Learning and Innovation Skills [1]. As a result of the expanding application of information and communications technology (ICT) in the field of education, it becomes inevitable for learners to improve their ICT literacy in order to foster capability in making use of ICT as a learning tool, effectively. Therefore, the learning environment should be managed to facilitate an improvement of the aforementioned skills [2]. The development of problem-solving skills can be achieved by employing a problem-based learning model or PBL. It is a form of learning that stimulates learners to obtain new knowledge through a study of problems in real world. The learners are the centre of this learning model. Instructors are facilitators and use problems as learning stimuli. There may be many solutions to a problem. The learners solve a problem by acquiring new information and evaluating results Manuscript received March 10, 2013 revised May 30, 2013. The authors are with Department of Information and Communication Technology for education, Faculty of Technical Education, King Mongkut‟s University of Technology North Bangkok (e-mail: [email protected], [email protected]). based on a real situation [3]. In the course of learning where the learners undertake the problem-based learning, the instructors must possess skills to stimulate, give guidance, and prepare sources of related information in order to support the learners. The mentioned assistance for the learners is called scaffolding. It means a provision of assistance in form of supports for learners to accomplish tasks, which cannot be achieved merely by them. When they start to show competency to fulfill the tasks, the assistance will be gradually lessened until they could assume full responsibility for or complete the tasks independently [4]. The term “u-learning” stands for ubiquitous learning. The word „ubiquitous‟ means everywhere. The combination of that with the word „learning‟ denotes a learning model that allows learners to gain knowledge anywhere by using mobile computer technology and wireless communication as tools. The learning recognizes learner‟s context. The so-called ubiquitous learning environment (ULE) [5] is a setting that encourages pervasive study. Learning can happen anytime with a mobile computer mediating an access to knowledge sources. The right learning theory for ubiquitous learning environment is constructivism. It complies with the current learning model and contributes to ICT literacy improvement as learners have the chance to practice various skills e.g. utilization of mobile devices to access information sources as well as information management, integration, evaluation, creation and communication with others. Furthermore, the scaffolding using the context-awareness attribute of the ubiquitous learning environment and therefore provides assistance based on learners‟ context, e.g. examination score, duration, and status of an activity, etc [6]. Consequently, the researcher proposes an initiative to develop a learning model based on the principles of problem-based education with the scaffolding employing the attribute of ubiquitous learning environment. It enables learners to acquire knowledge anywhere and anytime with the scaffolding provided in accordance to their individual context in order that they could achieve the learning goals. II. PURPOSE OF STUDY 1) To develop a Ubiquitous Learning System with Scaffolding and Problem-based Learning (USPBL) model to enhance problem-solving skills and information and communications technology. 2) To evaluate the developed Ubiquitous Learning System with Scaffolding and Problem-based Learning (USPBL) model to enhance problem-solving skills and Development of a Ubiquitous Learning System with Scaffolding and Problem-Based Learning Model to Enhance Problem-Solving Skills and ICT Literacy Noppadon Phumeechanya and Panita Wannapiroon International Journal of e-Education, e-Business, e-Management and e-Learning, Vol. 3, No. 3, June 2013 197 DOI: 10.7763/IJEEEE.2013.V3.222
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Development of a ubiquitous learning system with scaffolding and problem based learning model to enhance problem-solving skills and ict literacy
Noppadon Phumeechanya and Panita Wannapiroon, " Development of a Ubiquitous Learning System with Scaffolding and Problem-Based Learning Model to Enhance Problem-Solving Skills and ICT Literacy," International Journal of e-Education, e-Business, e-Management and e-Learning vo. 3, no. 2, pp. 197-201, 2013.
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Abstract—The purpose of this research is to 1) design of an
Ubiquitous Learning System with Scaffolding and
Problem-based Learning (USPBL) model to enhance
problem-solving skills and information and communications
technology literacy, and 2) evaluate the USPBL model. The
research procedures divide into two phases. The first phase is to
design of USPBL, and the second phase is to evaluate the
USPBL model. The sample group in this study consists of five
experts selected by purposive sampling method. Data were
analyzed by arithmetic mean and standard deviation. The
research findings are as follows: 1. The USPBL model consist of
three components is 1) principles of ubiquitous learning
environment (ULE), problem-based learning with scaffolding in
ULE, problem solving skill and ICT literacy 2) objectives of the
model are to enhance problem solving skill and ICT literacy
and 3) learning process 2. The experts agree USPBL model is
highest level of appropriateness.
Index Terms—Problem-based learning, ubiquitous learning,
Scaffolding, problem-solving skills, information and
communications technology literacy.
I. INTRODUCTION
Development of problem-solving skills is essential and
considered an important goal of the present education
management because the skills are vital for lifelong learning.
The development also corresponds to the framework of the
Partnership for 21st Century Skills declaring that it is
mandatory that learners develop problem-solving skills, a
component of the Learning and Innovation Skills [1]. As a
result of the expanding application of information and
communications technology (ICT) in the field of education, it
becomes inevitable for learners to improve their ICT literacy
in order to foster capability in making use of ICT as a
learning tool, effectively. Therefore, the learning
environment should be managed to facilitate an improvement
of the aforementioned skills [2].
The development of problem-solving skills can be
achieved by employing a problem-based learning model or
PBL. It is a form of learning that stimulates learners to obtain
new knowledge through a study of problems in real world.
The learners are the centre of this learning model. Instructors
are facilitators and use problems as learning stimuli. There
may be many solutions to a problem. The learners solve a
problem by acquiring new information and evaluating results
Manuscript received March 10, 2013 revised May 30, 2013.
The authors are with Department of Information and Communication
Technology for education, Faculty of Technical Education, King Mongkut‟s